In his 1982 edition, John Holt added new insights into how children investigate the world, into the perennial problems of classroom learning, grading, testing, and into the role of the trust and authority in every learning situation. His understanding of children, the clarity of his thought, and his deep affection for children have made both How Children Fail and its companion volume, How Children Learn, enduring classics.

    Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.

    Clear lessons and straightforward language reveal how to measure discipline in a classroom environment, as well as how to handle difficult situations, such as transition times, assemblies, lunchtime, and field trips. A separate chapter for school administrators explains how to support classroom teachers in creating discipline and how to evaluate those teachers.

    Each of the 100 sharply focused, historically and culturally diverse passages from world literature targets a specific component of voice, presenting the elements in short, manageable exercises that function well as class openers. Includes teacher notes and discussion suggestions.

    of Tennessee, Knoxville). In this text for potential researchers, he focuses on what the US needs to learn if it is to have half a chance at meeting the goals of the No Child Left Behind Act of 2001. He describes the characteristic

    In Multiple Intelligences in the Classroom, Thomas Armstrong describes how educators can bring Howard Gardner's theory of multiple intelligences into the classroom every day.Combining clear explanations and practical advice, Multiple Intelligences in the Classroom is an excellent guide to identifying, nurturing, and supporting the unique capabilities of evey student.

    This professional resource will help to maximize the impact of instruction through the use of whole-class instruction, small-group instruction, and Math Workshop. Incorporate ideas for using ongoing assessment to guide your instruction and increase student learning, and use hands-on, problem-solving experiences with small groups to encourage mathematical communication and discussion. Guided Math supports the College and Career Readiness and other state standards.

    What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe. He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.

    Instead, today's schools promote the false "gods" of economic utility, consumerism, or ethnic separatism and resentment. What alternative strategies can we use to instill our children with a sense of global citizenship, healthy intellectual skepticism, respect of America's traditions, and appreciation of its diversity? In answering this question, The End of Education restores meaning and common sense to the arena in which they are most urgently needed."Informal and clear...Postman's ideas about education are appealingly fresh."--New York Times Book Review

    He loved football, disdained schoolwork, and seemed headed for a factory job in his hometown—until a maverick philosophy teacher turned his life around.When Frank Lears, a small, nervous man wearing a moth-eaten suit, arrived at Medford fresh from Harvard University, his students pegged him as an easy target. Lears was unfazed by their spitballs and classroom antics. He shook things up, trading tired textbooks for Kesey and Camus, and provoking his class with questions about authority, conformity, civil rights, and the Vietnam War. He rearranged seats and joined in a ferocious snowball fight with Edmundson and his football crew. Lears’s impassioned attempts to get these kids to think for themselves provided Mark Edmundson with exactly the push he needed to break away from the lockstep life of Medford High. Written with verve and candor, Teacher is Edmundson’s heartfelt tribute to the man who changed the course of his life.

    Seasoned researchers and educators Gregory G. Colomb and Joseph M. Williams present an updated third edition of their classic handbook, whose first and second editions were written in collaboration with the late Wayne C. Booth. The Craft of Research explains how to build an argument that motivates readers to accept a claim; how to anticipate the reservations of readers and to respond to them appropriately; and how to create introductions and conclusions that answer that most demanding question, “So what?” The third edition includes an expanded discussion of the essential early stages of a research task: planning and drafting a paper. The authors have revised and fully updated their section on electronic research, emphasizing the need to distinguish between trustworthy sources (such as those found in libraries) and less reliable sources found with a quick Web search. A chapter on warrants has also been thoroughly reviewed to make this difficult subject easier for researchers Throughout, the authors have preserved the amiable tone, the reliable voice, and the sense of directness that have made this book indispensable for anyone undertaking a research project.

    Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment.Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.

    The problems are sparking a national debate as educators, school boards, administrators, and parents search for ways to strengthen our school system at all levels, more effectively respond to the rapidly changing world around us, and better educate our children.Bestselling author Peter Senge and his Fifth Discipline team have written Schools That Learn because educators—who have made up a sizable percentage of the audience for the popular Fifth Discipline books—have asked for a book that focuses specifically on schools and education, to help reclaim schools even in economically depressed or turbulent districts. One of the great strengths of Schools That Learn is its description of practices that are meeting success across the country and around the world, as schools attempt to learn, grow, and reinvent themselves using the principles of organizational learning. Featuring articles, case studies, and anecdotes from prominent educators such as Howard Gardner, Jay Forrester, and 1999 U.S. Superintendent of the Year Gerry House, as well as from impassioned teachers, administrators, parents, and students, the book offers a wealth of practical tools, anecdotes, and advice that people can use to help schools (and the classrooms in them and communities around them) learn to learn.You'll read about schools, for instance, where principals introduce themselves to parents new to the school as "entering a nine-year conversation" about their children's education; where teachers use computer modeling to galvanize student insight into everything from Romeo and Juliet to the extinction of the mammoths; and where teachers' training is not just bureaucratic ritual but an opportunity to recharge and rethink the classroom.In a fast-changing world where school violence is a growing concern, where standardized tests are applied as simplistic "quick fixes," where rapid advances in science and technology threaten to outpace schools' effectiveness, where the average tenure of a school district superintendent is less than three years, and where students, parents, and teachers feel weighed down by increasing pressures, Schools That Learn offers much-needed material for the dialogue about the educating of children in the twenty-first century.

    This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level

    The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help youUnderstand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. Build strong relationships and create a safe space to enable students to learn at high levels. Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. Head off frustration and burnout with essential self-care techniques that will help you and your students flourish.Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.